The aim of this paper is to analyse a symmetry and art workshop from a STEAM perspective. The theoretical framework of the Meta-Didactical Transposition is taken as a reference. The sample consists of seven Primary School teachers. A qualitative methodology is followed that is developed in four phases: learning, planning, implementation and reflection. The results show that the teachers are not flexible in dealing with the different conceptions of symmetry and the creative aspect of the workshop. In general, there is a positive attitude towards the interdisciplinary character of the workshop, despite the fact that they were not able to connect both disciplines in a balanced way.

Symmetry-art: a steam training workshop for ,primary school teachers / T. F. Blanco, V. G. Roel, R. Capone, L. Branchetti, A. Gaio - In: Proceedings of the Conference of the International Group for the Psychology of Mathematics Education / [a cura di] M. Inprasitha, N. Changsri, N. Boonsena. - [s.l] : PME, 2021. - ISBN 978-616-93830-1-7. - pp. 102-110 (( Intervento presentato al 44 :. convegno PME virtual: Mathematics Education in the 4th Industrial Revolution: Thinking Skills for the Future : July, 19th - 22nd tenutosi a Khon Kaen (Thailand:).

Symmetry-art: a steam training workshop for ,primary school teachers

L. Branchetti;
2021

Abstract

The aim of this paper is to analyse a symmetry and art workshop from a STEAM perspective. The theoretical framework of the Meta-Didactical Transposition is taken as a reference. The sample consists of seven Primary School teachers. A qualitative methodology is followed that is developed in four phases: learning, planning, implementation and reflection. The results show that the teachers are not flexible in dealing with the different conceptions of symmetry and the creative aspect of the workshop. In general, there is a positive attitude towards the interdisciplinary character of the workshop, despite the fact that they were not able to connect both disciplines in a balanced way.
Settore MAT/04 - Matematiche Complementari
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/854136
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